Executive Function in Deaf Children: Auditory Access and Language Access

Hall, Matthew L.; Eigsti, Inge‐Marie; Bortfeld, Heather; Lillo‐Martin, Diane

doi:10.1044/2018_jslhr-l-17-0281

Cited by 60 publications

(74 citation statements)

References 95 publications

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“…Here, in native signing children and all adults, the RTPJ showed selective responses to stories that described mental states (Mental condition; "The pirate thought that a pile of gold was buried behind Jimmy's house"), with low responses to Social stories that described people's physical appearance or enduring relationships, but not their mental states (Social condition; "Sarah and Lori play together on the soccer team"). In contrast to our results, though, prior studies find that delayed access to language has broad cognitive effects 77,78 , including delayed development of language comprehension and production 79-81 , 82 , literacy 83,84 , and executive functions 85 , differences in language-related brain development [86][87][88] , and consequences for mental health 89,90 . This discrepancy is likely related to characteristics of our sample.…”

contrasting

confidence: 99%

“…By contrast, these results suggest that ToM may be all of the above: RTPJ appears to be a domain-specific biological mechanism in which selectivity is constructed in part through language exposure. One recent version of this debate concerns the nature of early success on non-linguistic (implicit) false belief tasks in toddlers and infants 14 (though see 15 Future research is also necessary to determine whether other factors plausibly related to linguistic experience and ToM development (e.g., sibling 98 and peer 99 relationships, executive functions 85 ) mediate the correlation between these two variables, to test which aspects of linguistic experience (e.g., mental state vocabulary 23 , syntactic complement structures 9,23,24,100 , conversational turns 101 ) promote RTPJ selectivity, and to characterize whether and which other aspects of experience influence RTPJ development 6,7 . FNIRS may be particularly suited for future studies with deaf children, given the importance of replicating these results in a larger sample and the ability to collect fNIRS data in individuals who have metallic cochlear implants.…”

mentioning

confidence: 99%

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Reduced Neural Selectivity for Mental States in Deaf Children with Delayed Exposure to Sign Language

Richardson¹,

Koster-Hale²,

Caselli³

et al. 2019

Preprint

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Language provides a rich source of information about other people’s thoughts and feelings. Consequently, delayed access to language may influence conceptual development in Theory of Mind (ToM). We used functional magnetic resonance imaging and behavioral tasks to study ToM development in child (n=33, 4-12 years old) and adult (n=36) fluent signers of American Sign Language (ASL), and provide the first characterization of neural ToM responses during an ASL task. Participants included deaf children whose first exposure to ASL was delayed up to 7 years (n=12). Neural responses to ToM stories (specifically, selectivity of the right temporo-parietal junction) in these children resembled responses previously observed in young children, who have the same amount of linguistic experience, rather than those in age-matched native-signing children, who have the same amount of biological maturation. These results suggest that early linguistic experience facilitates ToM development, via the development of a selective brain region for ToM.

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confidence: 99%

mentioning

confidence: 99%

Reduced Neural Selectivity for Mental States in Deaf Children with Delayed Exposure to Sign Language

Richardson¹,

Koster-Hale²,

Caselli³

et al. 2019

Preprint

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“…This was the case for both groups with lower receptive grammar skills in the current study. A negative influence of poorer overall language ability [49], as well as of productive vocabulary [50,51] has been found in other studies. The results from the studies of Botting et al [50] and Jones et al [51] suggest that weaker productive vocabulary skills have a negative influence on non-verbal executive function development.…”

Section: Discussionsupporting

confidence: 68%

The relationship between reasoning and language ability: comparing children with cochlear implants and children with typical hearing

Socher

Ingebrand

Wass

et al. 2020

Logopedics Phoniatrics Vocology

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Purpose: Language has been suggested to play a facilitating role for analogical reasoning tasks, especially for those with high complexity. This study aims to evaluate if differences in analogical reasoning ability between children with cochlear implants (CI) and children with typical hearing (TH) might be explained by differences in language ability. Methods: The analogical reasoning ability (verbal; non-verbal; complex non-verbal: high relational integration demand) of children with CI (N = 15, mean age = 6;7) was compared to two groups of children with TH: age and language matched (TH-A+L, N ¼ 23, mean age = 6;5), and age matched (TH-A, N = 23, mean age = 6;5). Results: Children with CI were found to perform comparable to Group TH-A+L on non-verbal reasoning tasks but significantly more poorly on a verbal analogical reasoning task. Children with CI were found to perform significantly more poorly on both the non-verbal analogical reasoning task with high relational integration demand and on the verbal analogical reasoning task compared to Group TH-A. For the non-verbal analogical reasoning task with lower relational integration demand only a tendency for a difference between group CI and Group TH-A was found. Conclusions: The results suggest that verbal strategies are influencing the performance on the nonverbal analogical reasoning tasks with a higher relational integration demand. The possible reasons for this are discussed. The verbal analogical reasoning task used in the current study partly measured lexical access. Differences between the children with CI and both groups of children with TH might therefore be explained by differences in expressive vocabulary skills.

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“…Many additional sources of delay are beyond the scope of this overview to describe in detail. Suffice it to say that such delays may put pediatric cochlear implantees at a developmental disadvantage relative to children from hearing-status matched dyads, particularly insofar as timely exposure to fluent and structured linguistic input is concerned (see Hall et al, 2017Hall et al, , 2018aHall et al, , 2018b.…”

Section: Joint Attention In Hearing-status Mismatched Dyadsmentioning

confidence: 99%

“…To be clear, while there is no evidence that adding sign language facilitates spoken language acquisition (cf. Hall et al, 2017Hall et al, , 2018aHall et al, , 2018b, there is also no conclusive evidence that adding sign language interferes with spoken language development (Fitzpatrick et al, 2016). Needless to say, cohort studies of communication methods for the current generation of pediatric cochlear implantees, both before and after implantation, are sorely needed.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Parental Use of Multimodal Cues in the Initiation of Joint Attention as a Function of Child Hearing Status

Gabouer

Oghalai

Bortfeld

2020

Discourse Processes

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In the current study we examine how hearing parents use multimodal cuing to establish joint attention with their hearing (n = 9) or deaf (n = 9) children during a free-play session. The deaf children were all candidates for cochlear implantation who had not yet been implanted, and each hearing child was age-matched to a deaf child. We coded parents' use of auditory, visual, and tactile cues, alone and in different combinations, during both successful and failed bids for children's attention. Although our findings revealed no clear quantitative differences in parents' use of multimodal cues as a function of child hearing status, secondary analyses revealed that hearing parents of deaf children used shorter utterances while initiating joint attention than did hearing parents of hearing children. Hearing parents of deaf children also touched their children twice as often throughout the play session than did hearing parents of hearing children. These findings demonstrate that parents differentially accommodate the specific needs of their hearing and deaf children in subtle ways to establish communicative intent. Joint attention in hearing-status matched dyads Joint attention refers to the shared focus of two people on object. It is achieved when one person alerts the other to the object of interest. For dyads consisting of a young child and a parent, periods CONTACT Heather Bortfeld

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Executive Function in Deaf Children: Auditory Access and Language Access

Cited by 60 publications

References 95 publications

Reduced Neural Selectivity for Mental States in Deaf Children with Delayed Exposure to Sign Language

Reduced Neural Selectivity for Mental States in Deaf Children with Delayed Exposure to Sign Language

The relationship between reasoning and language ability: comparing children with cochlear implants and children with typical hearing

Parental Use of Multimodal Cues in the Initiation of Joint Attention as a Function of Child Hearing Status

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